Should political science educators use debate for teaching their undergraduate students? This article argues for incorporation of academic debate into curriculum of undergraduate courses. It demonstrates the process of arriving at a decision favorable of debate through exploration and analysis of competitive reasons, arguments, and evidence for and against using academic debate as a method of teaching and learning. Empirical evidence for assessing strengths and limitations of academic debate was collected in the undergraduate political science classes by means of educational action research. A corollary of the study is that potential problems of debates should not deter educators from using this instructional technique. The knowledge of debate's weaknesses can assist in improving the effectiveness of this teaching strategy in promoting students' skills of critical thinking, and understanding of complex political issues. Awareness of obstacles to academic debate can help to implement this method of instruction in a way that is positive and nonthreatening to students. (Contains 1 table and 3 notes.)